Supporting Classroom Teachers Who Supervise Education Students on WIL Placements: A Case Study
Publication Name
Work-Integrated Learning Case Studies in Teacher Education: Epistemic Reflexivity
Abstract
This chapter presents a case-study approach to examine ways to support classroom teachers who engage with universities in the capacity of classroom super-visor for pre-service teachers during their work-integrated learning experiences. The chapter will provide a snapshot of actions and activities developed alongside class-room teachers to establish a wider community of practice, and present evidence to encourage universities to focus on school-university partnerships in meaningful and collaborative ways.
Open Access Status
This publication is not available as open access
First Page
287
Last Page
298